Standard: RI 11-12.9
Objective: Students will be able to analyze The Declaration of Independence for its historical and literary significance, in addition to, its themes, purposes, and rhetorical features. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: -Assignment 1: (15 minutes) Read and annotate the handout "Analyze Structure: Style and Content" (both sides). -Assignment 2: (25 minutes) Return to your packet of "The Declaration of Independence." If you finished marking "P"s in your packet of lines and sections that address the prompt, this next activity should be easy for you. Complete the handout, "Analyzing Structure and Language: The Declaration of Independence"
Collaborative: Students will start by responding to questions #1-7, listed at the end of the packet (and also on page 118).
Exit Tickets: Fill out and submit the Google Form (<- click there).
Standard: RI 11-12.9
Objective: Students will be able to analyze The Declaration of Independence for its historical and literary significance, in addition to, its themes, purposes, and rhetorical features. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Finally, I will do a mini-lesson on the structure of The Declaration of Independence. Independent: -Assignment 1: (5 minutes) Make sure you have all terms and definitions written down on your orange handout "My Personal Word Wall." Please view the PowerPoint attached at the top of today's Digital Agenda to make sure you do. -Assignment 2: (20 minutes) Return to your packet of "The Declaration of Independence." Skim through the text specifically looking for textual evidence to respond to the following prompt.
-Assignment 3: (20+ minutes) Start on/continue with responding to the questions #1-7, listed at the end of the packet (and also on page 118).
Collaborative: -Students will continue to read, analyze, discuss, and answers questions on The Declaration of Independence. -Then, students will start on Assignment 3 in independent station. Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: RI 11-12.9
Objective: Students will be able to analyze The Declaration of Independence for its historical and literary significance, in addition to, its themes, purposes, and rhetorical features. Do Now: Students will review for the quiz and organize their binders. Whole Class: Students will get into testing formation and take the quiz for Vocabulary Lesson #1. Then, students will move onto the independent station task. Independent: -Assignment 1: Read and annotate the handout "The Declaration of Independence: Structure" and complete the 2 tasks listed in the directions. -Assignment 2: By referencing the handout from Activity1, complete the handout, "Interpreting the Declaration of Independence." Collaborative: Students will continue to read, analyze, discuss, and answers questions on The Declaration of Independence. Exit Tickets: Fill out and submit the Google Form (<- click there).
Standard: RI 11-12.9
Objective: Students will be able to analyze The Declaration of Independence for its historical and literary significance, in addition to, its themes, purposes, and rhetorical features. Do Now: Students will get out their handout from last class, "REVIEW #1, SAT Word Power" and start to correct their own work (by looking at the answer key projected on the board). I'll take any questions and then we'll review how to say each word aloud, as a class. Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: NOTE: Each assignment has an amount of time assigned to it. To help with your time management, open up a new tab and set a Google timer for yourself for each assignment. -Assignment 1 (5 minutes): Check Pinnacle for missing assignments/unsatisfactory grades in English. -Assignment 2 (5 minutes): Grade a peer's exit ticket from last class. Follow the steps below.
-Assignment 3 (15 minutes): Take Cornell notes on the following video (<--- click). Make sure subtitles are turned on. NOTE: You are not watching the whole video. Start the video at the beginning and play until minute 3:25. Then, you can skip to minute 10:21. *Use the following questions for your Cornell notes: Essential Question: What are the origins and effects of The Declaration of Independence? (Write the following questions on the left-hand side of your Cornell notes:)
-Assignment 4 (20 minutes): Students will continue to study the Lesson #1 list of SAT vocabulary words. Study the vocabulary in a way that works best for you. Here are some suggestions:
Collaborative: Students will continue to read, analyze, discuss, and answers questions on The Declaration of Independence. Exit Tickets: N/A |